PROSPECTUS 

Of the 

New Education Advanced Common School 




A MODEL 

For the Reorganization of the 

American Public School System 



BY 

CHARLES H, DOERFLINGER 

MILWAUKEE, WIS. 

1908 



PROSPECTUS 



OF THE 



People^s New Education Advanced 
Common School 



EMBRACING 



KINDERGARTEN, PRIMARY, ELEMENTARY AND 
ADVANCED EDUCATION 



BASED ON THE PEDAGOGICAL THOUGHT AND PRACTICE 
OF PROGRESSIVE MODERN EDUCATION 

(1869 to 1907) 



A MODEL 

IN 

Organization, Principles, Methods, Aims and Practical Results 

For the Reorganization of the 

AMERICAN PUBLIC SCHOOL SYSTEM 

By a former teacher and constant observer of the edu- 
cational needs of the people at home and abroad 

Second J Revised Kdition. 
Third and Fourth Thousand. 

BY 

CHARLES H. DOERFLINGER 

MILWAUKEE, WIS. 

1908 



DEDICATRI) TO THE PEoPl.K OF THE 

IDEAL AMERICAN REPUBLIC 

BY ONE OK HER DEVOTED SONS AND DEFENDERS 




The best portrait of 
FRIEDRICH FROEBEL 



HORACE MANN 

America's Pioneer Apostle of Rational 

JNew Education 




PETER ENGELMANN 

The Founder and Director of the German-English Academy, Milwaukee, Wis, 
From a Photograph of the Painting donated at the Fiftieth Anniversary of 
his Alma Mater in 1901 by Carl Marr, the world-renowned master. 



U3^^ 



^■■, 



PART FIRST 



Introductory and Historical Remarks. 

Early Self-Education of the Child.— Before the child is sent 
to school, it educates itself largely in constant contact with home 
environments and surrounding nature generally ; it learns . to 
develop all its faculties thru the interrelation and fusion of its 
outer and inner experiences, many of which are simultaneous or 
nearly so ; its mind and body are evolved in one whole, continu- 
ous, organic growth. 

Aitificial School Education. — For about the past ten thousand 
years, however, so far as historic records go, human society as 
represented by governments, under partly erroneous notions sub- 
stituted for this natural education in the school stage of child 
growth a wholly artificial system of instruction. 

In the course of time the children of a few, forming the ruling 
class, were drilled in various "studies," of which, however, read- 
ing, writing and arithmetic were until quite recently the sole 
branches considered necessary for the masses. These studies 
were bottled up, as it were, each by itself, dosed out at certain 
hours for a certain length of time, and crammed into the child's 
memory without much relation to the other manifold experiences- 
and needs of its life. 

Body Culture Neglected. — Albeit the healthy and full devel- 
opment of the various groups of brain cells depends to a consid- 
erable degree directly upon the exercise of the muscles, especially 
of the finer articulations of the limbs, education was treated as 
tho it had to do exclusively with the mind, considered entirely 
separate from and independent of the body. 



PROSPECTUS FOR THE NEW 



Renaissance and Natural Methods. — Since the Renaissance 
period began to break the spell of the dark ages, a number of 
great thinkers, such as Bacon, Locke, Comenius, more recently 
Rousseau, Pestalozzi, Horace Mann, Froebel. Diesterweg, Spencer, 
Dittes, Herbart and their followers have raised their voices for a 
return to more natural m.ethods modified by rational, pedagogic 
research based on natural science. 

New Education in Theory. — While a host of the ablest edu- 
cators in all civilized countries, the leaders in the profession, 
have gathered under the banner of this rational "New Educa- 
tion," and some civilized governments have, more or less under 
the pressure of enlightened minorities, sanctioned it in principle, 
the great public school systems everywhere, even in our country, 
are still as a whole conducted on an antiquated plan, largely 
because the masses of the people and most of the persons elected 
members of school boards lack understanding of pedagogy and 
especially of the new educational philosophy. 

Model Schools Needed. — Progress has also been retarded be- 
cause in the public school system ro model schools have been 
consistently conducted on the "New Education" principles of 
organic growth, constant interrelation and continuity of all edu- 
cational su])jects, and the utilization and encouragement of the 
self-activity of the child. 

Normal Schools. — None of the existing Normal Schools have 
Taeen allowed or encouraged to engage faculties with the special 
purpose to train their students thoroly in accordance with this 
ideal "new educational" system. 

The American people in general, under the necessity of mak- 
ing within a few centuries a civilized commonwealth out of a 
continent of wilderness, developed habits of thought not favor- 
able to the acceptance of mere theories. It demands proofs, 
facts, results. 

Pioneer Rational Schools. — A number of private schools that 
remained unknown among the bulk of our people and even to 
most teachers, during the last half century proved in fact by their 
work, that much greater instructional and far better educational 
results can be obtained by graded schools conducted on the 



EDUCATION ADVANCED COMMON SCHOOL 



"New Education" principles and methods (the said methods; 
were then still in a less developed condition and the equipment 
was scant) than are now produced by our best district schools, 
in 8 grades (or 10 including two kindergarten grades) up to 
the age of about 14 years; and yet, the children as well as^ 
teachers in those "New Education" schools were less over- 
burdened and there was less nervous prostration among teachers, 
and pupils, because of the saving of time thru the rational 
method, the adding of manu-cerebral culture*, the more frequent 
change in the activities, the more interesting and joyous nature 
of the Avork. I therefore propose the foundation of a 

Model School. — In this the "New^ Education" principles, 
methods and aims are to be laid down as the law and shall be 
carried out as consistently as is possible with an ample equip- 
ment and a faculty of educators who are devoted to these prin- 
ciples and have the general and pedagogical knowledge and ex- 
perience required for successful educational work. 

Location. — It may be located at any place in the United 
States where sanitary conditions are perfect and the environ- 
ments offered (if possible a park of large trees; river, lake or 
ocean beach; landscape vicAv, etc.) are the most inviting, and' 
where a set of pupils of healthy normal condition and from vari- 
ous social environments can be obtained. 

Tuition Free. — No tuition shall be asked. But the school can- 
only show its best. results, if its pupils stay in it from the kinder- 
garten to the highest (12th) grade and are constantly trained! 
according to "New Education" principles. Therefore the parent 
or guardian should be required to guarantee by the deposit of 
$30.00 per annum or $3.00 per school month for every child 
attending, that the child will remain in the school until it gradu- 
ates from the 12th grade, and that it will conduct itself so that 
the school will not have to expel it before graduation. The 
$360.00 thus paid in 12 years to be refunded to the parents or 
guardian if they wish it, after the child has graduated satis- 
factorily. Thus the institution will be virtually a free school 



* For the mterly inadeqimte te m "miiuial training" I venture to suggest "m>iin-cere- 
tiral culture." 



PROSPECTUS FOR THE NEW 



aiacR' therefore on the puhlic school basis, admitting children of 
the' required normal qnalities without regard to the social station 
of' their parents. 

'Some Principal Features. — The school education of the child 
must begin with the rudiments of all subjects of instruction as 
we find them in every good kindergarten ; they should all be 
■developed ,as parts of one continuous organic growth from the 
entrance into the kindergarten thru the 12 grades, tho the 
manner of treating them must be adjusted to the advancing 
maturity of the pupils, as will be indicated later. 

^Manual training should begin in the kindergarten and be 
developed thru all the grades. Manual work (and physical cul- 
ture, including yilay, when opportune for historic, ethnographic 
-or other illustrations, etc.) should thruout the 12 grades be 
correlated to and interrelated with the other subjects whenever 
possible, for purposes of illustration, demonstration and inven- 
tion, partly supplying material needed by the school in the 
grades, on the playgrounds, etc. 

A High School Education for the Whole People. — The "New 
Education" school intends to give its graduates an education 
fipproximately as wide in scope, but better in quality and power 
than the present high school, with less danger to health and 
with a sound ethical foundation of character. Thus practically 
100; per cent of the school population will become men and 
women of culture, as against 5 per cent to 10 per cent under the 
present system. This new system, which requires compulsory 
attendance of the pupils until they graduate from the 12th grade, 
usually at the completed 16th year, will probably soon become 
Fery popular on account of the following circumstances : 

Rescue of Adolescent Children. — The children of about 14, 
15' ahd 16 years now mostly object to industrial employment, 
l3ecause"thty khaw of the child labor legislation enacted at the 
Instil^aticin of reformers and also of labor unions who oppose and 
t:lis'courage apprenticeships, fearing the competition of appren- 
ti'ct^fe' in' the labbi'-- uiarket. 'Unemployed, and uncontrollable by 
their parents in most cases, these hosts of adolescents are now- 
exposed to great direct and indirect moral and physical dangers 



EDUCATION ADVANCED COMMON SCHOOL 



in the streets and elsewhere. They would be splendidly taken 
-care of in the last two of the proposed advanced grades, and led 
to the higher views of a simple and cultured life ; their tastes 
"would be more refined, they would develop better habits and 
tendencies, morally, esthetically and in every other way. They 
could be expected with comparatively few exceptions to become 
good, intelligent, able, useful, self-respecting, patriotic citizens. 

No Material Increase of Expense. — The saving of the expense 
for the last two years of the present high school course, thru the 
.gradual absorption of the expensive separate high schools and 
the future abolition of most of the present Special Assistant 
Superintendencies, will approximately offset the additional ex- 
pense for the two advanced grades added to the present district 
■school curriculum under the suggested reorganization. All good 
high school teachers will readily fi.nd employment in the ad- 
•vanceci grades of the new school. 

This "New Education Advanced Common School" within a 
few decades will make us a nation, the native born majority of 
which as well as the younger immigrants will be cultured people, 
•consequently independent thinkers and actors, a nation beyond 
the reach of the lower types of political and other leaders. The 
obstruction now constantly hindering our great statesmen and 
the nation's sane, conservative upbuilding progress at every 
step, Avill gradually cease. A new era of purer national life and 
■more glorious history will begin. 

Work a Pleasure. — The "Ncav Education'' developing and 
correlating methods involve a frecpient change of mental and 
manual or other physical activities: the children therefore will 
learn to consider all work a pleasure and the creation of objects 
of beauty and usefulness a joy; a proper alternation of physical 
and mental activities Vv'ill be felt to be a sanitary necessity; the 
attitude of our people will gradually change so that labor will 
cease to be regarded a hateful burden, as it is by most people 
now. 

The Model School the Intellectual and Social Center of the 
District. — This proposed model for the district schools, with its 
qnvitingly tasty and comfortable auditorium, its library and read- 
ing room, its gymnasium and swimming-tank, its park-like play- 



PROSPECTUS FOR THE NEW 



ground and school garden taken care of by the classes, all open 
at certain hours every day for the citizens of the district under 
necessary rules of order, will become not only a social tie, a 
source of joyous culture and entertainment, but a power for 
sound, patriotic enthusiasm, for general civic elevation. 

Propaganda Depaxtment. — The administration ought to in- 
clude a propaganda department with a small printing outfit, 
which may be practically operated by pupils of the upper grades 
as a phase of manu-cerebral culture. This department should 
make constant efforts for the rapid general introduction of the 
new system thruout the United States, co-operating with the 
U. S. Bureau (or future department) of Education, and publish- 
ing a regular monthly or weekly bulletin for the dissemination 
of the ideas underlying the new system, short articles prepared 
for editorial use in the press, and small tracts or leaflets with 
stories and advice to aid parents and young teachers in solving- 
the problems that may be expected to occur to them in daily life 

National New Education League. — It is also to induce the 
most cultured and patriotic men and women in every city, vil- 
lage and town of the United States to gather into clubs and 
unite in a national American New Education League for the 
purpose of hastening the universal introduction of the proposed! 
improvements of the public school system, to some extent in co- 
operation with the International Kindergarten Union, the Na- 
tional Education Association and other educational organizations. 

Thru the constant energetic and inspiring activity of such an 
institution and of a body of devoted promoters of "New Edu- 
cation," a general advancement could be accomplished in the 
course of a few decades which, as the past history of education 
in the United States shows, might otherwise require a century 
or more, if Ave may judge from the slow fruition of the splendid 
work of Horace Mann begun over a half century ago, and of 
that of the many highly cultured pioneers of rational education 
and the kindergarten, brought here by the republican German 
immigration in and about 1848. 

The Cultivation of Reverence. — Among the many good results 
of the new system herein advocated which may be confidently 



EDUCATION ADVANCED COMMON SCHOOL 



expected, one of the most desirable will be the growth of true 
reverence, an element of character that now seems to be almost 
entirely wanting in the makeup of the young as well as most 
adult Americans: — reverence for the parents, for elder persons 
generally, for the teachers, for the school ; — reverence for law 
and other institutions of our self-established free government; — 
reverence for the good, the great, the beautiful in nature and in 
human action ; — reverence, one of the necessary premises for a 
good life, for a wholesome ambition, for true patriotism! 

Social Aspects of the Project. — All men and women of humane 
instincts believe that honest and useful work should be paid 
for at a rate affording a decent living and a competence for old 
age, according to kind and the expense of preparation. Where 
that is not done, mere political liberty will not prevent the 
growth of socialism and anarchism, and no government, however 
strong, can long prevent it under such circumstances, or where 
the wealthy arrogate the right to violate the laws which they 
expect the poor to respect and obey. 

Only superficial observers and thinkers can fail to see that 
■socialism has been spreading apace during the last 30 and par- 
ticularly the last 10 years, not only under autocratic foreign 
governments, where it would seem to be a natural reaction 
against oppression, but also at an accelerating rate under the 
most liberal constitutional monarchies, as, for instance, in Aus- 
tralia and New Zealand. 

Some Causes of Civic Degeneration in the U. S. — Even in our 
own prosperous country (where the day-laborer lives better than 
do the majority of small merchants, manufacturers, professionals, 
tradesmen and officials in Europe) populism, anarchistic senti- 
ments, disrespect of law, rudeness, and various forms of social- 
ism have spread rapidly within a few years ; on the one hand 
this has been brought about under the impulse of a feeling of 
resentment in view of the provoking prodigality, mercenary sel- 
fishness and persistent, willful unlawfulness of catilinarian in- 
dividuals as well as corporations and by their corrupting influ- 
ence in the legislative bodies of all levels — to^\ai, county, state 
and national — and on the other hand b}^ the systematic cultiva- 
tion of comparisons intended to engender discontent, envy, 



10 PROSPECTUS FOR THE NEW 

hatred, and other low passions continually stimulated among the 
laboring population by their leaders (be they visionaries or dem- 
agogs) in speech and print. 

The men and women, even boys and girls, in the home, in the 
shops and factories, in the building yards, in the mines, behind 
the counters, in the offices, at the docks, in the marine and land 
traffic, on the farms and in the dairies, at the dance or picnic, at 
noonday lunch or before and after work, almost everywhere and 
at all times hear and then constantly revolve in their minds and 
discuss thoughts of that kind suggested to them not only by 
their leaders, but also by daily events, not in a discriminating, 
but in a sweeping fashion like this : 

"Why should we, the needy, be honest and. obey the law of 
the land, when wealthy manufacturers, merchants, insurance 
men, trafficmen, food producers and persons of leisure are dis- 
honest, cheat us, rob widows and orphans, disrespecting, dis- 
obeying and defying by every possible ruse the laws of the 
Republic made by the people for all?" 

They have been made to believe, and what is worse, they 
teach their children to believe, that nearly all the wealthy, 
nearly all the employers are dishonest, lawbreakers and extor- 
tioners, and that there is no remedy in law. Thus anarchism is 
bred in various ways. 

Politico-Socialistic Snares. — Several ambitious millionaires 
(and possibly some "dark horse") are laying their wires to 
ride into national and pernicious power on a great wave of 
popular displeasure with existing conditions. To achieve this, 
they may eiacourage and aid the present incipient tendency of 
the various unions and federations of labor to join the consistent 
socialists in political action, and try to fuse with them other 
scattered political groups. 

Statesmen who can . read the signs of the times and have 
truly patriotic aims should now come to the front Avith a pro- 
gram of upbuilding progress, pervaded by high ideals such as 
led us to victory half a century ago. They ought to see that the 
man, whom a shortsighted element in both predominant parties 
has foolishly decried as a radical, a socialist or revolutionist, 
Theodore Roosevelt, the great non-partisan in defense of law 



EDUCATION ADVANCED COMMON SCHOOL 11 

and justice, is really making efforts to revive confidence in the 
republican form of government, by insisting that the constitution 
and law must be respected by the rich as well as the poor, by 
the pinnacles of society as well as by the slums ; they ought to 
see that he is determined to do everything in his power to 
assure the safety and permanence of the Republic by enforcing 
honest and impartial justice. 

Surely, to demand that the Avealthy as well as the poor re- 
spect and obey the law, is not favoring destructive socialism and 
anarchism, but one of the means of removing their causes. 

In the above, the superficial aspects of the present situation 
have been touched. 

But the broad-gage statesman, while studying past history 
and casting his glances into the farthest reaches of the horizon in 
■order to miss no part of the perspective, will also examine the 
ground he stands on, and investigate the causes, immediate and 
remote, of existing conditions and inovements. 

Blind Following of Leaders. — A penetrating and thoro re- 
search of this kind will, as it has done hundreds and thousands 
of years ago, result in the conclusion, that the cardinal weak- 
ness and most evil-portending vice of human governments, and 
particularly of republics, has been and is to-day the disposition 
of the masses to follow leaders more or less blindly. The ma- 
jority of the people have nowhere and at no time enjoyed a 
degree of knowledge and intellectual powers sufficient to enable 
them to study public affairs thoroly for themselves, to draw 
their own conclusions and to act politically according to their 
own innate convictions thus formed. 

The word-pictures drawm by the socialists of the happy con- 
dition that would obtain in a country governed according to 
their tenets, must be alluring to men and women of ordinary or 
less than ordinary intelligence, toiling in the sweat of their 
brow; they have not had the mental training to analyze those 
pictures ; they cannot be blamed for believing the promises of 
affluence, ease and happiness that seem to them possible, prac- 
ticable and beautiful. 



12 PROSPECTUS FOR THE NEW 



Remedies. — Probably less than 10 per cent of the population 
of the United States receive a good elementary or higher edu- 
cation. 

Among this educated fraction there are few that follow lead- 
ers blindly; these few are usually such as are actuated by some 
artificial motive, mercenary, ambitious, or personal ; but most of 
them have studied general as well as home history ; they were 
trained to apply to all questions more or less scientific methods 
of examination ; and persons of culture, usually feeling a justi- 
fiable pride in their intellectual independence, resent as an insult 
the attempt of others to hypnotize, deceive or in any other way 
direct and influence them mentally, to claim them as intellectual 
inferiors or chattels. 

High School Culture for the Whole People. — It is certain, 
therefore, that if we give practically the whole people an educa- 
tion such as only the 10 per cent above alluded to can obtain 
now, all sorts of demagogs would find themselves without 
business. 

The plan for a reorganization of the school system, as here 
proposed for the People's New Education Advanced Common 
School, is considered quite feasible by experts. It would not 
only bring about a great improvement in our public life and 
government, but would soon place us and keep us at the head of 
the procession of civilization, intellectually, ethically, industri- 
ally, commercially and in every desirable sense of the word. 
Experiments made in America by institutions partially organ- 
ized under rational management, have proven my claims as to- 
educational results. 



EDUCATION ADVANCED COMMON SCHOOL 13 



General Program. 

This embodies two main divisions, for which I would enlist 
interest and co-operation. 

I, Educational Phases. 

1. — About one year's preparatory work by at least four ped- 
agogical experts and several assistants, covering a renewed and 
more thoro study of the organization, principles, methods, 
courses, syllabi, manuals and textbooks of the best reputed public 
and ''New Education" schools: travel connected therewith for 
observation and inspection by one of the foremost progressive 
pedagogical authorities of America ; and the elaboration of all 
the details enumerated in the prospectus for the Model School. 

The school will prove our assertions at the end of the first 
12 years' course, and probably sooner. 

2. — The planning of the main and dependent buildings. 

3. — The search for and selection of a corps of able teachers 
devoted to the proposed rational educational practice and ideals ; 
also the selection of assistants and other employes of like 
character. 

4. — The securing of funds: (for endowment needed see p. 39.) 

5. — The Agitation for a Vigorous U. S. Department of Edu- 
cation. 

a. — The present U. S. Bureau of Education, tho useful as a 
collector and disseminator of information, and as an advisory 
organization, but without any directive power, ought to be de- 
veloped into a full department of the national government and 
represented in the presidential cabinet. Education being the 
most important of all governmental functions in a republic, the 
success and permanence of which depends upon the intelligence 
and lofty ethical standards of the people, it should be repre- 
sented accordingly. This proposition does not aim at national 
control of education in the States, but pecuniary assistance like 
that given agriculture, normal schools, etc. 



14 PROSPECTUS FOR THE NEW 

b. — In connection with the establishment of a new "Depart- 
ment of Education" or "Department of Culture," Congress 
should provide for a liberal annual appropriation to be distrib- 
uted "per capita" of the public school enrollment to those 
states that enact and enforce laws making it obligatory for 
every school district to give each and every child a prescribed 
minimum of education in scope and quality, for which a school 
or schools like the here proposed People's New Education Ad- 
vanced Common School would be taken as models. 

The apportionments should be paid only upon the recommen- 
dation of "Inspectors of Education" to be appointed by this 
department, which inspectors also might hold teachers' insti- 
tutes in every county inspected and deliver lectures for the en- 
lightenment of the people on their duties to the children and the 
school, and on the necessity and modes of co-operation of the 
home with the school. 

6. — Political Influence to Be Excluded. — The positive pioneer 
work to be done by our advanced common school under the di- 
rection of a Board of Regents which is to remain entirely un- 
trammeled by any political or other deleterious influences and 
is always to keep abreast of the latest pedagogic research and 
results of experiments, could undoubtedly be continued forever 
with beneficial results for the cause, as a constant model for all 
the common schools of the country; and it is my wish that it 
should be. 

It certainly ought to continue for at least five school genera- 
tions, or 60 years, until practically the whole school system shall 
have come under its regenerating influences. 

Still, the time may come sooner when the proposed develop- 
ment of the U. S. Department of Education shall have become 
a fact and so well fortified by public opinion in its efforts for a 
rational conduct of the public school system, that the Board of 
Regents may feel safe in leaving it to the wishes of its endower, 
or his or her heirs, whether the model school shall be continued, 
or. the income be thenceforth devoted to educational propaganda 
by means of periodicals and other publications, and to lyceum 
work in the interest of the ethical culture and general enlighten- 



EDUCATION ADVANCED COMMON SCHOOL 15 



ment of the people ; or the funds allowed to revert to the en- 
dowers. 

In this way public education can be practically nationalized 
without amending the constitution of the United States. 

n. Economic Phases, 

Leaders and. Demagogs. — Undoubtedly there are among the 
leaders of the socialistic, populistic and unionistic labor move- 
ments many educated, serious, honest, devoted men ; but there are 
among them also many ignorant, ambitious, selfish demagogs. 

There were many pure-minded, unselfish patriots among the 
leaders of the great French Revolution a century and a quarter 
ago. But these true and enlightened friends of liberty and jus- 
tice were terrorized and overridden by the worst elements, the 
natural enemies of civilization, an.d unfortunate France has been 
ever since trembling on a volcano of destructive possibilities, tho 
a republic. Austria, Italy, Spain and even conservative, sedate 
Old England and its colonies are disturbed with similar tho less 
violent commotions. Russia is on the eve of a social revolution. 

Conditions in the United States and Foreign Countries Com- 
pared. — The causes of dissatisfaction and unrest among the 
masses in the United States are diminutive compared with those 
existing in other realms. 

Our wage-earners' income averages about three times the 
average in Europe for the same work, while the prices of the 
principal necessaries of life (cereal and animal foods, fuel and 
dwelling comforts) cost less here than in Europe for the same 
quantity and quality. 

Our laborer can live twice as well as his competitor in Europe 
does, and still lay up one-third of his wages for a home of his 
own or a savings bank account. 

Better Education Promises Industrial Peace, — If the majority 
of our laborers enjoyed a degree of education that would enable 
them to compare their economic condition with that of the Euro- 
pean laborers, with whose products their American products must 
compete in the markets of the world in order that there be 
employment for all during the greater part of the year in 
America, they would see that their leaders, some knowingly, 



16 PB,03PECTU3 FOR THE NEW 

■others misled by error, are enticing them by misrepresentations, 
by appeals to their passions, and by nebulous illusions away from 
solid ground into an unexplored, treacherous swamp. 

Endeavors to "educate" the adult masses by lectures and 
reading rooms, while good in themselves as far as they go, reach 
only a very small percentage of those who need them most, i. e., 
the ignorant and poor among the laborers, their wives and 
adolescent children. 

Their children and all children can be led to a higher power 
of judgment by the proposed improved common school educa- 
tion; they will then be enabled to form their own opinions and 
perform their civic duties according to their own convictions, 
submitting neither to the allurements nor dictates of misleaders. 
Then all questions concerning the welfare of the whole people 
can be settled on lines of reason and human rights ; and this 
desirable condition of things can be brought about by no other 
means 

The Inalienable Human Rights for Poor and Rich. — Our Ke- 
publie was founded and maintained under bloody sacrifices for the 
establishment and protection of the inalienable rights of man pro- 
claimed in the Declaration of Independence. Unfortunately, 
those human rights are now frequently assailed by threats, star- 
vation-boycotts and brutal force until the great people's endur- 
ance is becoming sorely tested by the very elements for whose 
benefit and liberation the American Revolution was mainly in- 
augurated, the great body of wage-earners. The wealthy could 
have made themselves quite comfortable under English rule. 

Right of Association Sacred. — Nothing herein said must be 
construed as militating against the right of all citizens to form 
associations for lawful purposes, which right ought to be sacred. 

But if there is any property-right that must be at all times 
considered inviolable, it is the right of individual man to dispose 
of his own brainwork and musclework wherever, to whomsoever, 
on conditions whatsoever that are not unconstitutional ; likewise 
the right of any individual or legal person to employ any person 
of lawful qualification according to mutually voluntary choice 
and agreement, under lawful conditions. 



EDUCATION ADVANCED COMMON SCHOOL 17 

Employers and Employes Must Be Protected.~-If any indi- 
vidual or association of individuals destroys these rights, it is 
flagrant tyranny, it is criminal usurpation, it is treason against 
the first fundamental principles of our government and should 
be promptly and severely dealt with by the courts, and if need 
be by the strong arm of government as soon as proved by fair 
trial held without delay. It is a crime against the whole people, 
because every man, woman and child has a vital interest in the 
fullest maintenance of those inalienable rights. 

It does not require a four years' university law course to 
understand this. It is a postulate of common sense and common 
equity, and anyone who denies that simple and original property- 
right, logically denies all property-rights ; he is either an extreme 
communist or an anarchist. In this free country of ours he is 
permitted to peaceably argue his theories on government or even 
in favor of the abolition of all government ; but if he attempts to 
compel others by threats, physical violence, or other persecutions 
to live, think, act or starve according to his arbitrary dictates, 
lie forfeits his own rights to "life, liberty and the pursuit of 
happiness." 

Peaceable Government by Majorities. — The annual passage of 
thousands of acts by congress and the various state legislatures 
indicates that the people of the United States have never yet 
considered our political institutions to be perfect, that they con- 
sider them susceptible of improvement ; but amendments of the 
laws must have the sanction of the majorities as expressed in 
the legislative bodies elected by the people under the constitu- 
tion. In the course of the last 40 or more years I have advo- 
cated many educational and other measures which I thought 
would result in betterments of existing ethical, political and 
economic or social conditions. Some have been adopted, some 
have not. As a good citizen I must be satisfied to continue to 
argue for the latter until a majority of the people are converted 
to my views, or until I am converted to theirs. Unless individ- 
uals, unions, corporations or other associations of individuals 
pursue this lawful way, the great people will surely, sooner or 
later, rise up in its majesty and suppress them. 

I firmly believe that a people of high culture such as the 



18 PROSPECTUS FOR THE NEW 

proposed improved school system would make our people in a 
comparatively short time if generally adopted, would have little 
difficulty in solving the economic as well as other problems 
peacefully and to the reasonable satisfaction of all concerned. 

In effective importance as a preventive against the dangers 
indicated, no other measure could be compared with my scheme 
of the People's Advanced Common School as a model for the 
thoro reorganization of the public school system. This most 
pressing need should be considered and taken up without delay 
by our statesmen. 

Detrimental Change of Maxims for Laborers. — During the 
last 30 or more years the laborers have been led away from the 
maxims and habits of diligence, frugality, and economy, which 
in the previous generation made of the penniless pioneer set- 
tlers of the backwoods captains of industry, invention, commerce 
and traffic ; men and women of Avealth and influence : they have 
been taught by aggressive misleaders to spend all their wages, 
because if they accumulated savings, their "extortioners," the 
employers, would use their thrift as an excuse for reducing 
wages ; and that it is the duty of the state or community to pro- 
vide for their old age and their families. 

Following the shortsighted example that was given earlier in 
England and is proving a boom.erang there, they were taught not 
to exert themselves beyond a certain easy pace, in order to pre- 
vent the ' ' glutting of the market ! ' ' The coming competition of 
awakened Japan, China and other foreign countries will before 
long teach them a very different, dire lesson. . 

Their leaders should have advised them, instead, as follows: 
"To vie w4th each other, for their own interests, in useful 
application of their paid time, stopping short only of unhealthful 
overexertion ; to vie also in the quality, beauty, and general per- 
fection of their product;" 

"To save for rainy days, advancing age, and for the acquisi- 
tion of a homestead, all they could spare after having provided 
for themselves a simple but decent and wholesome republican 
living, each according to degree of culture, which includes the 
enjoyment of some good literature and other forms of cultural 
improvements and entertainment, and ought to exclude much of 



EDUCATION ADVANCED COMMON SCHOOL 19 

the entertainment of a lower order provided for them now by 
enterprises that eater to their bad tastes, and for which they 
waste enough money in the course of a number of years to pay 
for a home;" 

"To consider cleanly housekeeping, wholesome cooking, the 
careful guarding and conscientious home-education of the chil- 
dren in co-operation with the school their inevitable duty; 
flashy and luxurious garments a satanic vehicle for the cultiva- 
tion of demoralizing vanity, extravagance and other unrepub- 
lican qualities in their children." 

Urgerit Problems. — ]\Iuch has lately been done and much more 
will be done by the national, state and municipal governments 
to protect the people against multiform robberies by food adul- 
teration, kinds of speculation destructive to public welfare, 
and other varieties of morbid selfishness. An impartial survey 
leaves no doubt that compensation for labor is in many cases not 
graded on sensible and just principles, and that a reasonable 
adjustment of this matter is one of the problems public opinion 
will take up for solution ; on the other hand the dictates of many 
labor organizations on this matter are neither just nor sensible 
and wall continue to aggravate more and more the unfortunate 
"state of war" between employes and employers. 

Five of the most urgent problems are here enumerated : 

a. — The improved and much more advanced common school 
education. 

b. — The maintenance of individual liberty at whatever cost. 

c. — A juster gradation of compensation for labor, depending- 
largely on the time and money needed for training, apprentice- 
ship, study, the exertion needed in perfecting skill, and the 
utility of the vocation for mankind, whether intellectual or 
manual. 

d. — Assurance providing for sickness, accidents, want and 
death, as a constant feature of mutually voluntary individual 
employment contracts, on a safe and equitable plan should be 
recommended. 

e. — The rationalization of education so as to make a reason- 
able amount of physical exertion in work as well as play and 
study seem a pleasure rather than a burden. 



20 PROSPECTUS FOR THE NEW 

f. — One of the future problems will probably be to provide in 
the organization of work, wherever and as far as feasible, a 
moderate, rational alternation of physical and other activities. 
Among the people at large also pleasure in useful labor will be 
the result of the evolution, following that of general intelligence 
and persistent rational training during the whole school period. 

The desired civic betterments will depend largely upon that 
education and the resulting public opinion, as much or more 
than upon legislation. But a people of approximately uniform 
advanced culture, such as our proposed People's Advanced Com- 
mon School will secure for practically all children, will be much 
better qualified to find the best solutions of the many social 
j)roblems, than our present generation, of which 90 per cent re- 
ceive only a low cultural training and therefore depend for their 
opinions on others who may or may not have good, honest, patri- 
otic motives. 

Of Transcendent Importance for the Nation. — Since the 
Declaration of Independence, the establishment of the United 
States of America, and the abolition of slavery, no proposition 
has been presented that could compare with those treated herein, 
as to the probabilities of spiritual and material advancement of 
the whole American people. Their consummation would open a 
new and happier era in the life of the Nation. 

The Endowment a Monument. — The humanitarian patron or 
patrons supplying the means for the realization of this project 
will deserve and undoubtedly enjoy the acknowledgment and 
lasting gratitude of the present and future generations for one 
of the greatest patriotic deeds ever performed in the interest of 
our beloved country. 



EDUCATION ADVANCED COMMON SCHOOL 21 



PART SECOND 



Plan for the People's New Education Advanced 
Common School. 

Waste in Education. — It has gradually become the conviction 
of competent observers that a large part of the money, energy 
and time devoted to the education of youth is now wasted thru 
defects in the organization of schools, inadequate equipm(mt of 
teachers and lack of educational insight on the part of school 
boards. 

"New^ Education" Ideals Now Accepted in Theory. — Modern 
educational literature and the deliberations of educational asso- 
ciations corroborate this and indicate clearly that the principles 
and method of the "New Education" best exemplified so far in 
the kindergarten and modern primary school, are considered by 
the profession to be far superior to those of the systems still 
in vog. 

There is gratifying evidence that the progressive spirit of 
the American people is aware of this. The extent of the kinder- 
garten movement, of manual and industrial training, the atten- 
tion paid to sanitation in school architecture, the welcome ac- 
corded to sporadic efforts to rationalize education, prove that 
the public conscience has been touched. Evidently the "psycho- 
logic moment" has arrived for the establishment of a model 
school or school system in which — unhampered by drawbacks of 
parsimony, unreasoning conservatism, self-seeking opportunism 
and other extraneous influences — the pi-inciples of the "New 
Education" could be applied consistently and thoioly in every 
phase of the work from the kindergarten thru all the grades and 
including the high school. 



22 PROSPECTUS FOR THE NEW 

The Model School and Its Eequirements.— The establishment 
of such a school or school system demands for a time, 

1. — A private patron willing to turn over to expert guidance- 
the entire equipment and management of the institution, and 

2. — Freedom from unpedagogical interference in the appoint- 
ment of teachers, course of study and work, textbooks and other 
matters as far as the law permits. 

Experience makes it extremely improba1)lc that this could be 
permanently secured from a community. 

The conditions necessary to success would involve : 

1. — A reasonably permanent population affording from 300 
to 400 children between the ages of 4 and 16 ; 

2. — A building or several buildings with play and garden 
grounds near the homes of the children of the first four grades; 

3. — A building with play and garden grounds and the needed 
equipment for laboratory work and practice in graphic and man- 
ual arts for the remaining four elementary and four advanced 
grades; possibly another building might be desirable for the last 
named four grades, and an assembly-hall ; in a densely populated 
city or district all buildings would probably be located on one 
block and possibly under one roof. 

4. — A vacation school farm and equipment; 

5. — A sufficient number of teachers, approximately 15, beside 
those for the Norinal and other adjuncts ; they should all com- 
bine with a many sided professional equipment, enabling them 
to teach all subjects of instruction required for their classes, a 
sympathetic nature and reverence for childhood; 

6. — A force of janitors and other employes as circumstances 
may demand; 

7. — An endowment fund for a full equipment, and a sufficient 
income, estimated at $60,000.00 per year, including the adjuncts. 

Tentative Suggestions as to a Board of Regents. — The finan- 
cial affairs of the school and the appointment of teachers and 
other employes might be in the hands of a board of five regents, 
to which the president of the school and faculty is to be added 
as an ex-officio member, having a seat and voice, but no vote. 
Two of the regular members phould be persons of business ability 
and experience appointed h'/ the party or parties who furnished 
the required endowment fund, the other three to be pedagogs 



EDUCATION ADVANCED COMMON SCHOOL 23 

appointed by a committee of three persons of pedagogical knowl- 
edge and experience devoted to the "New Education" principles, 
one of whom to be selected by the endower or endowers, one by 
the originator of this model school project, and the third by the 
two thus selected. 

Other details of tlie organization of this board, financial and 
otherwise, should be wholly in the hands of the board. The 
president of the faculty to be chairman of all committees on 
pedagogical subjects. It is evident that three of the trustees in 
a board of five ought to be well versed in the science and prac- 
tise of education and favorable to the progressive "New Educa- 
tion" rational principles, methods and aims. 

A gentleman of long and varied experience in honorable pub- 
lic position as a promoter of public education, thinks it would be 
•safer to let the endower appoint the first five members of the 
board of regents, three of whom to be selected from a list of 
educators and promoters of educational progress who advocate 
the "New Education" philosophy to be proposed by the orig- 
inator of this project, the other two to be of the endower 's own 
choice as representatives of his financial interests. The board to 
be self -perpetuating by its election of one new member each year 
of the same requisite pedagogic or business qualifications, in 
place of one whose term is made to expire ; or all might be elected 
for life or during efficiency. Thus the pedagogical interests of 
the institution could always be directed by a majority familiar 
with the theory, history and practise of the rational, scientific 
"New Education." 

Faculty and President. — In its pedagogical organization the 
work of the school should be under the immediate direction of 
the faculty and its president, the latter being the executive official 
of the board of trustees and the faculty, except in financial af- 
fairs ; definite regulations as to membership in the faculty, course 
of study and work, grading and promotion, school hours, etc., 
should be formulated by the faculty, revised annually and sub- 
mitted for approval or countersuggestion to an advisory board, 
consisting of the president of the faculty as its president and 
four experts of acknoAvledged pedagogic ability to be selected by 
the board of trustees. 



24 PROSPECTUS FOR THE NEW 

For fuller details of a possible initial pedagogic organization 
as to course of study and work, grading and promotion, school 
hours, etc., reference is here made to Appendix A. 

For the present I would point out only in most general terms 
that the course of study and work should be comprehensive 
enough to afford the pupils vital touch with the achievements 
of the race in its varied empirical, scientific, cultural, economic, 
civic and ethical interests; and that it should give ample oppor- 
tunity for the training of hand and tongue in full correlation 
with awakened inclination and genius ; accomplishing with the 
pupils in the 12 years of kindergarten and common school life 
approximately as much in quantity and scope of knowledge as 
is accomplished by the present system in 14 years, and more in 
quality and power, by vitally relating all that is done with the 
unfolding life-interests of the children and by making all phases 
of school work interrelative and vital . factors in the healthy, 
living growth of ethical as well as mental, esthetic, manual and 
general physical culture and power. 

Development of Character. — Success will depend, naturally,^ 
more on the method than on the course of study and work. 
Thruout, the children's work in the school must appeal to 
their legitimate actual interests ; all they do must seem worth 
while to them in their actual life. The work of the school must 
be so managed as to afford them the highest joy on the basis of 
a sense of growing power, increasing insight and deepening sym- 
pathy in the process of self-adjustment to an expanding environ- 
ment. External governmental authority must be maintained^ 
but the ethical efforts of the school should develop more and 
more an inner discipline of which adjustment to environment^ 
social interest, opportunity for worthy achievement in produc- 
tive and creative doing are the main factors. The unity of the 
motor, esthetic, intellectual and ethical phases of human activ- 
ity, of experience, thot and action must be respected at every 
step. The course of study and work must be so managed that 
the children may sincerely and eagerly want to do what the 
school expects them to do. They must be brought in all they do 
to seek individual excellence for the sake of social efficiency. 



EDUCATION ADVANCED COMMON SCHOOL 25 

Obedience to the rules must be considered a necessity for the 
welfare of each and all. 

The Old and the New. — The traditional system of education 
which still lingers with us. may be compared to a top-heavy 
inverted pyramid built from without with separate loose blocks. 
For this the "New Education" would substitute a beautiful 
jivdng tree whose roots are planted in the kindergartea and 
which, under the nurtured impulse of its own inner life, pushes 
its w^ay upward and outward until its grand and graceful crown 
bursts into blossoms and fruit, the desired many-sided culture 
teeming with rich promise of further beneficent self-expansion. 
(See Appendix B.) 

Co-operation of Home and Community with the School. — In 
order, however, to accomplish its greatest good, the school must 
be lifted out of its isolation from home and community. The 
more or less forced participation of the latter under pressure 
of tradition and statute must become eager, vital, aggressively 
sympathetic interest. The way to this is indicated by the Moth- 
ers' club of the kindergarten and in the organization of parents' 
associations such as have in many places begun to re-inforce the 
the school by active co-operation in many ways. Yet much more 
needs to be done in this direction. My ideal is, that every school 
district in the United States shall be such a community. 

On the one hand, the school must make itself more directly 
worth while to the home and to the community. It must learn 
to meet thru the children the intellectual, esthetic, ethical and 
even the economic needs of home and community. The home 
should be brought to feel and to see that attendance at school 
renders the child from day to day more tractable, more loyal, 
more stimulating, more sympathetic and helpful as a member 
of the family circle. In a broader fashion the same applies to 
the community. 

For the home and the district or community the school should 
become a center of intellectual, esthetic and civic stimulation and 
of rational enjoyment in even a more direct waj''. Not only 
should parent and citizen be welcomed as guests and helpers in 
the class-room, on the playground and in the garden, in current 
work as well as at school festivals, but also as members or leadery^ 



26 PROSPECTUS FOR THE NEW 

of evening classes and clubs for specific purposes. The assembly 
hall of the school should open its doors for public discussions of 
topics affecting the various cultural interests of the community 
and for entertainments of an elevating character. In short, 
school, home and community should become actively one in a 
common intelligent effort, as Froebel would say, to ''live with 
the children" for the children's sake and thru the children 
for the progressive development of the community. (See Appen- 
dix C.) 

In such a community private and public life would flourish 
on increasingly higher planes. Intelligence and integrity would 
assume the reins of interest in work and pleasure. Self-seeking, 
deceit, and the frivolities of self-indulgence would yield to up- 
rightness and the joys of generous self-expansion and devotion 
:ti the deeper cultural instincts. 

In constant vital contact with the immediate needs in the 
progressive development of children, home and community, the 
people's school would secure their unreserved, sincere co-opera- 
tion in its efforts, consciously worth while at every point to all 
concerned. Progress, therefore, would be not only more rapid, 
but also more substantial and vitally manysided. 

Past Experiments. — In the light of a number of more or less 
fragmentary experiments, made in various parts of the United 
States under inspiration of the progressive tendency of our days, 
it is not difficult to foresee, in addition to the great gains indi- 
cated above, many other, perhaps minor advantages to be derived 
from the consistent follownng of the principals of the "New Edu- 
•cation" as planned for the people's school here proposed. 

Increased Efficiency and Economy. — Prominent am.ong these 
are increased efficiency in matters of detail and consequent econ- 
omy of time and expense. The people's school would accomplish 
in the mere matter of course of study in 12 years approximately 
all that the kindergarten, primary, the elementary and the high 
school, as at present conducted, seek to accomplish in 14 years. 
Moreover, because of the comprehensive equipment of all the 
teachers,, they would do this without the expensive and, in most 
instances, disturbing employment of special teachers. Again, 
because of the unitary organization from the kindergarten to and 



EDUCATION ADVANCED COMMON SCHOOL 27 

including the four years of advanced (so-called high school) 
work, special high schools with the expensive equipment could 
in due time be done away with. 

Much of these savings would become available to meet the 
requirements of the desirable larger attendance in the upper 
grades. The new (high school) grades (the 11th and 12th) being 
simply the last two grades of the unitary people's school, would 
lose their un-American aristocratic separateness and contempt for 
labor. Their work would come within the reach of all. No arti- 
ficial or traditional chasm would have to be cleared to enter. 
Their work would constitute the natural and rational continuance 
of work already begun and familiar, under the direction of teach- 
ers and in an environment already endeared to the pupils. 

Protection of Children from Serious Daggers. — The tendency 
of parents to let their children continue in the improved people's 
school to the end will soon seem imperative on acount of the labor 
laws which already restrict in some states and will probably in 
otherS; the industrial employment of children under 16, and the 
agitation of labor organizations against trade-apprenticeships. 
Probably most of the parents, certainly those who fear the com- 
petition of their own children in the labor market, will — irre- 
spective of all other considerations — have their children go to 
school, rather than to perdition under the questionable street 
influences to which an appallinglj^ large number of unemployed 
boys and girls about 14 to 16 years of age are now exposed, which 
number will increase. 

Experienced employers of labor, however humanely they may 
be disposed, know that children 15 or 16 years old are not as 
docile — physically and mentally — as those of 14. This is one of 
the great transitional stages in their life. The raising of the limit 
of industrial employment to 16 years which may be expected 
sooner or later, will necessitate the continuance of compulsory 
attendance to the same age in order to prevent the demoralization 
thru idleness and absence of control of the children turned out 
of employment; it will also call for the development of man- 
ual training during the last years before graduation from the 
12th grade, into features of fundamental technical or trade-prep- 



■28 PROSPECTUS FOR THE NEW 

aration for those pupils that intend to learn a trade or craft, or 
to enter trade or other special schools. 

If this or a similar provision is not made, the excellence of 
>our manufactures will rapidly deteriorate ; their international 
reputation will suffer ; competing nations, especially the deft and 
frugal Japanese and Chinese, will overrun our present foreign 
markets ; our export trade will largely be destroyed, and hard 
times will become a permanent institution in the now prosperous 
United States. 

The labor unions by discouraging apprenticeship are killing 
one of the hens that hitherto laid their golden eggs. Their pres- 
ent wage scale of $2.00 to $7.00 or more may have to meet half- 
ivay the Orientals' of 12 to 50 cents per day. 

The Cominon School a High School for the Whole People- 
On the whole, such a model institution, wisely progressive in 
the application of the principles on which it is founded, would 
thru its example and results do much, — more than any other edu- 
cational benefaction has ever done, and more rapidly, — to lead 
the public school to become truly a school for the whole people, 
a mighty factor in the cultural movement of the present time 
which seeks to establish society on the basis of a new ethical and 
intelligent democracy able and willing to govern itself on equita- 
ble principles and bring about that condition of general pros- 
perity, peace and contentment which every consistent republican 
must wish, the solvents for the perils that now impend over the 
United States as well as the rest of the civilized world like a 
■great and growing cloud. 

For those readers who may think -the -frequent criticisms of 
the present system in general and the high schools in particular 
expressed by educational writers and in addresses at educational 
conventions are too severe, I quote the recent utterances of Miss 
Herta Petersen, who is in a good position to judge, being a kin- 
dergarten trainer : 

"In training the young ladies I have found such common 
irability to thiok for themselves among those who have just left 
high school ! Then, most of the young ladies who have recently 
graduated from high school in our city whom I have had with 
me, were on the verge of nervous prostration or had been there." 

What the commissioners of education appointed by the Ger- 



EDUCATION ADVANCED COMMON SCHOOL 29 

man government on the occasion of the St. Louis World 's Fair in 
1904 to make a thoro investigation of the organization and results 
of the American public school system say in their reports, is of 
great significance in support of my contentions. The commission- 
ers were prominent expert authorities on various phases of school 
work. Their reports show a friendly disposition to appreciate 
at its full value what the American school accomplishes ; but they 
are practically unanimous in their opinion that while our primary 
and lower elementary grades often present surprisingly good 
results, the upper elementary and advanced (high school) work 
is very unsatisfactory. 

The explanation for the above is very simple. In consequence 
of the constant agitation of individual and associated friends of 
childhood since the Froebelian ideals dawned upon widely sep- 
arated regions of the United States ; by the largely self -sacrificial 
work of the pioneers of rational education in many private and 
society schools and kindergartens; thru the educational press, 
the discussions at educational conventions, the activity of wom- 
an's federations and particularly of the 10,000 devoted members 
of the International Kindergarten Union and kindred associa- 
tions, an irresistible influence has been exerted upon the primary 
departments of our schools — with or without kindergarten at- 
tached — in thousands of localities wherever that activity was felt. 

The question now seems to be: Shall the "new educational" 
philosophy and methods which have led to the triumph of our 
primary work before the best authorities of the world be also 
applied to the higher planes of our people's school, or shall our 
children there be kept in the barren old ruts, forever, deprived 
of the invigorating, soul-bettering and beatifying inspiration 
of the "new educational" evangel? 

I believe my prospectus for the Model School points out the 
simple, straight, safe and completely effective means of escape 
from the present labyrinth of imperfection. 

The desired thoro regeneration can come only thru the rational 
reorganization of the whole educational system ; I believe the 
establishment of schools like the one herein proposed as a model 
would be the best first step to initiate a rapid and rational accom- 
plishment of that reorganization and regeneration. 



30 PROSPECTUS FOR THE NEW 



APPENDIX A 

Pedagogic Organization : 

1. — Assuming a district affording approximately 400 children, 
the faculty should consist of the principal and about 15 class 
teachers (not counting those that will be needed later for the 
Normal, farm and other adjuncts). These should be assisted by 
three kindergarten and primary assistants, and a "janitor and 
gardener." The care of the laboratory, museum, workshop, 
library and studio may be entrusted to regular teachers in shifts, 
or, eventually some of this work may be done with mutual profit 
by graduates of the schools who may desire to do more or less 
independent post-graduate work. 

2. — The faculty should be selected with a view of including 
among its members persons who unite with a broad general cul- 
ture and true pedagogical ability special knowledge and skill in 
some one of the various branches of instruction, notably in phy- 
sical training, music, graphic and manual arts, domestic arts, 
history and civics, language and literature, commercial science 
and business methods, physical and chemical science and their 
technological applications, horticulture and agriculture, kinder- 
garten and primary methods. 

This does not imply that these persons should devote them- 
selves exclusively to their respective specialty. On the contrary, 
each teacher should be competent to guide any class in its entire 
work. Yet, aside from the fact that an ideal teacher is unthink- 
able without a hobby, there should be in the school some one to 
whom colleags can appeal in cases of doubt as to matter or 
method and who can lead in his or her specialty in the prepara- 
tion for general entertainments, in post-graduate courses and in 
popular lectures. 



EDUCATION ADVANCED COMMON SCHOOL 31 

3. — As a rule, each member of the faculty shall have charge 
of the general work of one class, and, as far as feasible, of the 
entire work of the class in the first 6 or 8 school j^ears. The 
last named number would include the kindergarten. In the 
remaining 4 grades the work may be arranged more or less 
closely on the departmental plan. 

4. — The faculty, as a whole, should determine, before the open- 
ing of each school year and in accordance with the principles 
prescribed by the board of regents, the details of the course of 
study with a special view to the vital correlation and continuity 
of the various lines of work, the distribution of the work, the 
periods of recreation and study, the conditions of grading and 
promotion, the general principles of government and discipline, 
the duties of assistants and the general sanitary relations. 

5. — The president of the institution is to be the executive offi- 
cer of the board of regents on the one hand and the executive 
officer and president ex-officio of the faculty, on the other. 

6. — As executive officer of the board, it shall be his duty to 
veto all resolutions of the faculty that may be in conflict with 
the orders of the board, to transmit to the board the decisions of 
the faculty for approval, to make reports at stated times on the 
condition and needs of the school, and to carry out the orders of 
the board. 

7. — As president and executive officer of the faculty, he should 
preside at the meetings of the faculty and carry out its approved 
resolutions. 

8. — In the event of failure of agreement in matters entrusted 
to the faculty, it is the duty of the president to give the deciding 
vote or to frame a modus operandi which shall stand until the 
close of the school year. 

9. — It shall be the duty, also, of the president to guide the 
work of the graduating class in the study of pedagogy and to 
organize and conduct post-graduate classes as well as classes of 
parents in the same subjects. 

10. — The school is to embrace the following 12 grades : 

I-II. — Kindergarten Pupils about 4 to 6 years 

III-V.— Primary " " 6 to 9 years 

VI-VIIL— Elementary " " 9 to 12 years 

IX-XII.— Advanced (H. S.) " " 12 to 16 vears 



32 PROSPECTUS FOR THE NEW 

The whole schoolwork being considered one continuous 
growth, the distinction between the primary, elementary, etc., 
stages is really obsolete ; even the four advanced grades will do 
high school work on the "New Education" basis as far as prac- 
ticable. Teachers will differ as to the divisions. 

The plan includes special help hours, a class or classes (spe- 
cial, parental, ungraded) for pupils that need particular atten- 
tion, mothers' clubs, a post-graduate department, and 3 Normal 
organizations mentioned below. 

It is reported that about 700,000 persons in the United States- 
have been enrolled in the various correspondence and extension 
courses ; a proof that there is a large demand for such work. 

Normal "Work. — There shall be connected with this 12 grade- 
Model Advanced Common School a 

New Education Normal Department, a 

New Education Summer Normal Course, and a 

Correspondence Normal Extension Course 
for the purpose of training as quickly and in as great numbers- 
as possible devoted apostles able to introduce the improved sys- 
tem successfully elsewhere and to prevent or discourage charla- 
tanism. 

Depending upon the needs of the locality : 

Evening Classes may be established as one of the regular 
features of the Model School ; also a 

School Farm on which to conduct vacation courses in farm, 
garden and domestic work for all pupils, in successive relays, 
as far as feasible, except perhaps, if found advisable for very 
good reasons, those pupils whose parents or guardians guarantee 
to keep them under good and sufficient surveillance and educa- 
tional influence, and similarly occupied during vacations. Most 
children would be benefited if kept under school control during 
vacations as well as during school terms, because many if not 
most parents lack the time or ability or courage or conscience 
and self-abnegation, or all these, to guard the children when not 
at school. — It is evident that the Model School will give its pupils 
an excellent preparation for entering special commercial, trade, 
art and craft or technical schools. 



EDUCATION ADVANCED COMMON SCHOOL 33 



APPENDIX B 

Courses of Study, Aims and Hethods, Correlation, 
Organic Growth. 

Course of Study. — Details of a course of study and work must 
"be left, more especially in the earlier years, to local environment, 
and, therefore, to the judgment of the faculties. In a large way, 
Tiowever, it will hold good that progress must inove on the part 
of the children's activities, from the symbolic playwork of the 
kindergarten to the inventive, productive and creative work of 
later years ; that in the beginning stress lies on these playwork 
activities as the natural stimulus of brain development and all 
study in its widest sense, while with advancing years this rela- 
tion is gradually inverted, the stress lying increasingly on 
''study" as the stimulus of expanding purpose and achievement; 
that at first the mental attitude of the child is predominantly 
analytic and emerges gradually into a predominantly synthetic 
attitude ; that consequently, in the presentation of subjects of 
interest the teacher must be guided in the earlier years more by 
the needs of the pupil's psychological development and later on, 
by the requirements of logical sequence in the subjects of instruc- 
tion ; and that at every stage the various subjects of instruction 
should be co-ordinated and interrelated so as to constitute an 
organic w^hole and not a jumble of mutually unrelated fragments. 

Kindergarten and Primary Work. — In the kindergarten and 
iirst primary grades the playwork of the children clusters largely 
about the home and its expanding environment. Considerations 
of number, form, language and the rest are closely associated as 
incidents with the varying features of this playwork ; the child 
is intent on doing whole things ; making a box, building a house 



34 PROSPECTUS FOR THE NEW 

or bridge, telling a story, singing a song, being a farmer or 
housewife, a carpenter or cook. In their number notions the chil- 
dren proceed from many to one ; in their form notion from shape 
to point: in language from the whole thot to the word and 
from this to its component sound elements. Thruout the work 
deals predominantly with whole social experience and whole 
social deeds; periods of individual drill in detached phases of 
skill are rare, and, even as they grow in frequency, short, to the 
point, more or less playful, and restricted to the school arts, 
such as counting, drawing, speaking, reading, etc. During all 
these activities the child should — thru opportunities for observa- 
tion — be allowed to develop the simplest conceptions of history, 
geography and all other phases of school work, the new educa- 
tional system requiring for each of them continuity and inter- 
relation thru all the grades, in order to make education a harmo- 
nious unitary growth. 

Elementary Grades. — The elementary period, however, very 
soon becomes predominantly the period of drill and practise, of 
more or less systematic grasp and control of the elements of 
things. This is the period of description and classification, of 
faithful reproduction, of careful mechanical work with hands and 
brains; yet also of the conscious use of hand and brain in achiev- 
ing carefully planned productive results. Drill exercises in the 
elements of arithmetic, form, in making things, in the language 
arts are in place, but also more or less systematic application of 
the knowledge and skill acquired in extending the scope of the 
pupil's interest and knowledge in matters of nature-study, geog- 
raphy, history, and reading (literature), chiefly for information 
and exploration, sparingly for mere amusement. 

Advanced. Grades. — The advanced period is given to scientific 
study and distinctly technical training, as well as to the develop- 
ment of inventive and creative fervor in art, in the application 
of knowledge and skill to practical purposes, in literary composi- 
tion and in other phases of deliberate self-expression and culture. 

While a course of study has been tentatively decided upon, its 
details and the selection and production of literary and other 
auxiliaries for each of the grades will have to be completed after 



EDUCATION ADVANCED COMMON SCHOOL 35 

a careful study and comparison has been made by pedagogical 
practitioners of the courses hitherto established and work done 
in the most progressive and successful existing schools. The best 
of everything is to be selected and the possibilties of improve- 
ment are alvs^ays to be kept in view and developed. 

Some of our best authorities, teachers and directors of long 
practical experience in the "New Education" movement, have 
approved of this project. 



Repetitions in this paper will be found justified by the im- 
portance of emphasizing salient points. 

Some chapters referring mainly to the psychological aspects 
of the subject were partly re-written without change of essen- 
tial thot from my original draft by an educational writer of 
national repute who does not wish his name mentioned, and I 
finally modified them again to conform with my ideals, where I 
•considered it necessary. 



36 PROSPECTUS FOR THE NEW 



APPENDIX C 

Co=operation of the Home and the Community 
(District) with the School. 

The school should be the center of intellectual and esthetic 
as well as educational life, the source of social life and enter- 
tainments of a higher order for the school district. All to be 
inspired and assisted in a c^uiet but persistent way by the teach- 
ers and their intercourse with the parents and other citizens of 
the district generally. The teachers should remain in touch with 
the parents, informing and advising them in regard to their 
children. 

The assembly or recreation hall should be at the disposal of 
the citizens of the district for all such efforts, without charge or 
at a very moderate rent, when not needed for the school ; 
as p. e. : 

1. — Evening schools; parents' club meetings for the study of 
child culture; courses of lectures by the faculty, and by a few 
authorities on special subjects, illustrated by stereopticon views 
when feasible. 

2. — Concerts, dramatic and other literary entertainments by 
or for the pupils. 

3. — Meetings and public debates. Political and religious dis- 
cussions may have to be excluded until some time in the future 
when the higher culture of the people may have overcome par- 
tisan intolerance and all are solely intent upon finding the truth. 

4. — Public library and reading room. 

5. — Patriotic celebrations and other social gatherings and en- 
tertainments for the pupils or parents, or both. 

6. — The playgrounds, gymnasium and swimming-tanks con- 
nected with every school should be available to all citizens of the 



EDUCATION ADVANCED COMMON SCHOOL 37 



district at such time when not needed by the school, under certain 
necessary restrictions and rules as to fees, etc. 

7. — The faculty and the parents should consider it a duty to 
meet at all such social and other public functions in order to 
cultivate mutual understanding, harmony and practical co-opera- 
tion ; the young men and women of the district should take pleas- 
ure in proving the value of their manual training and domestic 
science by volunteering work on such occasions. 

8. — Each school-playground should be gradually well supplied 
with park seats near the trees, made by the pupils of the upper 
grades in their workshops, so that mothers with babes, convales- 
cents and, in fact, all decent inhabitants of the district may have 
the advantage of a small park near their home,w"here they can rest 
or promenade in shade or sunshine, and at the same time observe- 
the conduct of the school and pupils, thus co-operating, by their 
mere presence and proper conduct, in the maintenance of disci- 
pline and order, as well as the harmony between the home, the 
district community, and the school. 

Men and w^omen of leisure who are gardeners, carpenters, or 
skilled in any other trade or domestic work, can do much by their 
example to cultivate the love of work and the desire to create 
things of beauty and usefulness by offering to assist the teachers 
or other employes of the school in directing the work of the 
pupils in beautifying the grounds, constructing improvements, 
in laboratory work, decoration or other preparation for enter- 
tainments or celebrations of patriotic memorial days. — Excur- 
sions into the country, combining pleasure w4th nature-studies 
and other educational purposes, will always attract parents who 
are at leisure and contribute to the desired harmony. 

9. — A printing outfit, to be eventually operated by pupils of 
the higher grades under direction, will aft'ord the means for dis- 
seminating information on an absolutely independent basis re- 
garding this school, the various phases of home and school educa- 
tion in general, relevant events and progressive movements ; also- 
for publishing a part of the manuals, text books, charts, syllabi, 
and other supplementary matter needed by the school. Thus the 
school will exert a beneficial influence thruout the country and 
aeelerate the process of educational re-organization. 



38 PROSPECTUS FOR THE NEW 

10. — It can be safely predicted, that as soon as our Model 
People's New Education Advanced Common School has completed 
its first 12 years' course and proved its value beyond doubt, or 
even much sooner, its plan will begin to be gradually adopted 
thruout the United States and thus become the source of a rapid 
and unprecedented advancement of the abilities and of the ele- 
vation of the civic qualities and personal character of the people, 
making the United States more and more distinctly the vanguard 
of the highest type of civilization and culture. 

Hints as to the Course of Study. — While the details of the 
course of studies and of lesson-plans for the Model School will 
have to be left to the president and faculty, I will here touch 
briefly one of the features. I assume that the school-time during 
the 12 years of the course will cover about 14,000 hours or at 
least 20,000 lesson-periods, divided approximately as follows: 
Beading, writing, spelling, language lessons, composition, 

English and World literature, rhetoric, prosody 3,000 

Mathematical work, including geometry, algebra 2,000 

History-geography group 1,200 

Nature-study group 1,400 

Ethical and civic groups (besides correlative work) 1,400 

Physical culture including music, excursions, swimming, 

farming 3,000 

Manu-cerebral training, including drawing, color-work, 

modeling and carving in clay and plaster, relief maps, 

globes, wood and other tool work, domestic arts, etc.. 2,000 



Total hours 14,000 

Teachers may differ as to the division of time. Specialists 
nearly always demand more than a reasonable share. 

(Special Manual Training Schools in the U. S. give about 
1,440 hours to manual work in the full two years' course.) 

I venture to say that if a teacher undertaking the education 
of a normal child or even a class in the language group as above 
indicated had 3,000 hours to do it in, he would have to consider 
himself totally unfit if his pupil did not obtain at the age of 16 
as much knowledge and at least as much power in the language 
branches as the average student attains at 18 years in the aver- 



EDUCATION ADVANCED COMMON SCHOOL 39^ 

age present high school. The same is true in respect to the time 
here allowed to the other branches of study. 

Comparatively Small Additional Expense. — The 

cost of all the public schools of a progressive city of 

the middle West for the year 1904 to 1905 was $923,729.22 

of which for the kindergarten, primary 

and elementary grades $ 818.270.06 

Add for two new grades (11th and 12th) 163,654.01 

And higher salaries and incidentals in 

grades 9, 10, 11, 12 100,000.00 

Total. $1,081,924.07 

Less expense for high schools after their 

absorption 105,459.16 



$976,464.91 
This indicates that for an additional trifle of $50,000.00 or 
$1.25 per capita per annum the new system would give to 40,000 
children now enrolled a high school education instead of only to 
less than 2,000, as in 1904-5, when a large number of the other 
95 per cent, those who remained unemployed or at least without 
a definite object in life, were exposed to more or less degenera- 
tion during the crucial 15th and 16th years. Even if the addi- 
tional cost were several times the above, it would be small in 
vicAV of the results. 

"While in the said city the per capita cost of each high school 
student was reported to be only about $55.50, it ranges to over 
$100.00 in other cities; we may therefrom draw the conclusion 
that the introduction of the new system would in general cause 
only a moderate or no additional expense, and in some cases a 
considerable saving, yet bless 90 or 95 per cent of the pupils of 
the public schools instead of only 10 to 5 per cent with a high 
school education, and protect about 15 per cent, over 3,000,000 
children in the TJ. S. from the probable dangers alluded to. 

Overcrowding of Classes. — All our educators have long com- 
plained of the unpardonable, almost criminal overcrowding of 
the classes; neither the old, nor the new system can attain its 
best results, unless the number of pupils in one class is reduced 



40 PROSPECTUS FOR THE NEW 

SO that the individual needs of the children may receive due 
attention. This is a universally acknowledged fact, that should 
no longer be neglected. More schoolrooms are required almost 
everywhere; consequently m.ore teachers and larger appropria- 
tions, no matter what system is applied. 

Estimate for Endowment Needed. — The amounts of money 
needed to estal)li8h ;ind maintain the model People's New Educa- 
tion Advanced Common School, which may be named after the 
■endower, are estimated approximately as follows : 

a. — For the necessary preparatory work, travel and other 
expenditures for the elaboration of a large number of new edu- 
cational auxiliaries, such as manuals, syllabi and charts for the 
-teachers, courses of study, lesson plans (few if any text books) ; 
plans for buildings, playgrounds, garden, farm, equipments, etc., 
which will probably occupy a number of experts and assistants 
about one year; including the printing, binding and introduction 
of a first edition of the said teachers' auxiliaries, $50,000.00. 

b. — For grounds, buildings and equipment, $300,000.00. 

This could possibly be obtained from an intelligent commu- 
nity, but such a political relation would probably jeopardize the 
independence of the pedagogical Board of Regents. 

c. — An absolutely reliable endowment securing for the main- 
tenance of the model school and its adjuncts a safe annual income 
for at least 24 years, of not less than $60,000.00. 

The maintenance of the advanced State Normal School at 
Milwaukee (which hitherto had no park, gardens, vacation farm 
and swimming tank) costs about $50,000.00 per year, showing 
the above estimate to be quite reliable. 

It would be very desirable to begin the preparatory work im- 
mediately as soon as the $50,000.00 needed for it are available. 
Its results before many months have elapsed would prove much 
that cannot easily be explained in words. 

Tl^e large series of teachers' auxiliaries will be of great value 
and help to any of the 500,000 teachers in the United States who 
have the laudable ambition to improve the quality of their edu- 
cational work under their old system. 

Text books for children can be made valuable implements of 
-selfhelp if not abused for parrot drilling. An able teacher can 



EDUCATION ADVANCED COMMON SCHOOL 41 

do good work with almost any text book for use by the pupils, 
and even without any text book. But the contemplated manuals 
and charts to be elaborated for use by the teachers on an entirely 
new plan which cannot be divulged at this time, will save a large 
amount of time and perplexity, help to make school Avork more 
enjoyable for both pupils and teachers, and will be indispensable 
to carry out those requirements of true education which have 
hitherto been almost entirely neglected, tho they are of the first 
importance. 

At the Wisconsin Teachers' convention held at Milwaukee in 
November, 1907, Prof. Conrad Patzer, Supervisor of Practice at 
the State Normal School, an educator of a wide range of experi- 
ence, during his valuable discourse deplored that no systematic 
attempt had ever been made to carry out a thoro scheme of cor- 
relation; and his successor. Prof. Hile, dwelt mainly on the 
equally deplorable absence of continuity. But my observations 
made in the kindergarten of the German-English Academy in 
1872 to 1874 led me to tell a promnient principal of national repu- 
tation in 1874-75 that I considered the correlation and continuity 
of the school subjects, for all of which the simplest foundations 
are laid in every good kindergarten, an irrepressible demand for 
the whole range of grade-work in the common schools, including 
to a modified degree the high school work. — Again, during the 
campaign of the Milwaukee Manual Training Society, 25 years 
later, in 1898 and 1899, I presented at the meetings my plans and 
arguments for a thoro system of interrelation and continuity 
in a number of papers and a full-page chart published in the 
"Milwaukee Sentinel"; also a detailed plan for a rational and 
effective way to a successful introduction of this "new educa- 
tional'' improvement: the training of all the teachers of the city 
system for this reorganization. ]\Iuch of this work received rec- 
ognition from the school board thru publication in its bulletin^ 
but the plan was defeated at the decisive meeting by a political 
trick, tho it was known that the lamented Col. Francis Parker- 
had endorsed it in general. 

And now, 33 years after my first proposition, 9 years after- 
Col. Parker's endorsement and the agitation of the Manual 
Training Society, this "surely coming" great engine of educa- 



42 PROSPECTUS FOR THE NEW 

tional advancement and national civic uplift is still being studi- 
ously left out in the cold weather, not only by the Milwaukee 
public school system, but by the great Wisconsin Teachers' Asso- 
-ciation and the greater National Educational Association, all of 
whom have had their attention directed to it thru prominent 
members or committees. This does not impress one as an exam- 
ple of the American spirit of progress that our educators should 
give the growing generation. 

Wisconsin is one of the states of the Union small in popvila- 
tion, but rich in glory. It is particularly the "Pioneer State" in 
rational education. It is probable that 50 of its wealthiest citi- 
zens would be found ivilling to contribute toward the endowment 
of the Model School proportionately to their worldly possessions, 
i. e., $500 to $12,000 each, once for the equipment, and $100 to 
$2,400 each annually for about 24 years, — if a committee of prom- 
inent educators or other persons of influence, or a generous sub- 
scriber, should take the matter in hand. A single day's work in 
-one of the elegant clubs in one of the large cities of the United 
States might realize this endowment. 

What prominent man or woman will take the lead and win 
imperishable gratitude from the people? 

If Wisconsin, which earned the title of "Banner State of 
Rational Education" in 1850-51, again in 1870-73, then in 1877 to 
1881, misses its opportunity to renew and fortify its claim to 
that distinction by establishing the proposed "Model School" 
protected against political and other detrimental influences by 
private endowment, some other state will probably wrest from 
it that glorious banner. 

All human endeavors and achievements are imperfect, there- 
fore susceptible of improvement and development. My project 
must submit to this law. But none of the educational practition- 
ers who gave it their attention has, in the year and a half since 
it was made public, presented any objections to its essential 
propositions. 

One of these, which is of groat pra;tical, tho less principial 
iimportance for the cause, is now befov'e the Congress of 'the 
•United States ns the Stephenson Bill, S. 7228, A^^hich has for' its 



EDUCATION ADVANCED COMMON SCHOOL 43 

object the creation of an ''Executive Depg^rtment of Education" 
as herein advocated. 

It is therefore to be hoped that educational associations and 
conventions in the United States will now act upon this one 
phase of the plan and also take the whole into consideration. 

Feeling certain of first class professional co-operation, I think 

the preliminary work for the model school can be commenced at 

any time as soon as the funds are available, and excellent results 

may be counted on, because the best of the profession will take 

-pleasure and pride in assisting. 

The Endowment a Monument. — In conclusion I express once 
more the fervent hope that the perusal of these papers may move 
some wholesouled, broadminded philanthropist and promoter of 
enlightenment to supply the means wherewith to carry out this 
plan for the rapid and ideal advancement of our nation, which 
would become a lasting monument to his grand and genuine 
■patriotism in the hearts of his countrymen ! 

CHARLES H. DOERFLINGER. 



44 PROSPECTUS FOE THE NEW 

To Friends of Educational Advancement : 

If you agree with the following resolutions, please offer them or have 
them offered for adoption at local, state and national educational and 
patriotic conventions; also the enclosed petition. 

Whereas, The spirit of the educational as well as the popular press, 
and of the State and National conventions of public school teachers indi- 
cates that the profession, intelligent citizenship and dutiful parenthood 
recognize many insufficiencies and some serious defects in the organiza- 
tion of the nation's educational work, and demand the application of 
the proper material and pedagogic remedies; 

Whereas. C. H. Doerflinger's booklet "Synopsis" presents in very 
concise form a comprehensive and practical plan for the reorganization of 
the Amei'ican Public School System on the lines of the " new educational" 
principles, methods, aims and practices that have long been advocated by 
the great pedagogical pathfinders and further evolved by recent psycho- 
physiological research, but which have not yet been consistently carried 
out by any government as a unitary organic whole under objective, devel- 
oping and correlative methods ; 

Whereas, the practical demonstration and exemplification of this 
ideal system under condiiions excluding all political, denommational and 
other extraneous influences as well as wild experimentation may be ex- 
pected to be of extraordinary value not only to the pupils, teachers and 
communities directly interested, but also, and in a larger way to the 
whole profession, to normal schools, and to school boards of all levels 
from the town to the university; 

Whereas, ijie y)roposed rational system offers a complete and direct 
solution of this grave question : " What shall we do to save from entire or 
partial degeneration the three million children 14, 15 and 16 years of age 
who are gradually being excluded by law or usage from industrial employ- 
ment and thus cast upon the mercy of the streets ?", as well as of many 
toher problems, and ought to be given a fair trial ; 



EDUCATION ADVANCED COMMON SCHOOL 45 

Be it Resolved, that this convention of the 

endor'^es in essentials Mr Doerflinget's proposition that a 

■" People's New Education Advanced Common School " be established 
and maintained in order that it may he judged by its fruits and if suc- 
cessful, be taken as a model, and become a powerUil means of civic up- 
lifting of our whole people, which the searchlight of great characters at 
the helm of our ship of state has shown to be not only desirable but neces- 
sary for the welfare of our Republic, the hope ot the nations ; 

Resolved^ that the patriotic and wisely humanitarian possessors of 
great wealth in the United States who are interested in the cause of edu- 
cational advancement, the greatest of all causes, be invited to endow a 
Model School such as Mr. Doerflinger has described, and supply at the 
earliest moment convenient, the capital — a comparatively small sum — 
required for the auxiliaries needed in applying tlie new system as planned 
by Mr. Doerflinger, which auxiliaries will be of great value even for all 
schools and teachers working under the system now in vogue and thus 
will help to prepare the New Era even before the First Model School 
shall have finished its first twelve years' course and achieved its full 
results ; 

Resolved, that this convention recommend emphactically that the 
Senate and House of Representatives of the United States enact the 
Stephenson Bill, known as S. 7228, introduced by Senator Isaac Stephen- 
son of Wisconsin, which bill proposes the creation of an Executive De- 
'oartment of Education with representation in the Presidential Cabinet. 

THE EXECUTIVE COMMITTEE, 

National New Education Leauue. 



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German-English Academy 

(Engelmann School). Founded at Milwaukee, Wisconsin, in 1851 
AND THE 

National German - American Teachers' Seminary 

(Normal School). Founded in 1878 by the Ger.-Amer. Lehrerbund 




Both institutions are based on the rational objective and developing principles and methods 
introduced here nearly tiO years ago. 

They Will Open for 1908-1909, Monday, September 14, 8 A. M. 

For cataldgs oftbese institutions tind other informali( n concerning them plewse apply to 

MAX GRIEBSCH, Director 
358-568 Bioadway, MILWAUKEE, WISCONSIN 



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I^ational New Education League 

(N. N. E. L.) 
He adqcarters : Milwaukee, Wisconsin, U. S. A. Office : 414 Merrill Bldg. 

BOARD OF DIRECTORS. 

C. H. I>osBFLiNOBR, President. De. Walter Kempstbe, Psychologist. 

Db. F. C. Mock, Isi V. Pres. Judbon Titswoeth, Pastor Plymouth Church. 

Capt. I. M. Bean, 2Dd V. Prea. Hy, L. Wabd, Dir. Public Museum. 

Rddolph Claudee. Rec. Sec & Treas. John A. Butlee, of Nat'l Civil Sery. Couucil. 

Wh. Geo. Bbuce, 6ec. Mer. & Mfra. Ass'n. 

Annual Membership Fees : Minimum fl. Sustaining Member- 
ship $10 or more. Life Membership $50 or more. 
Members receive the official magazine free. 

Patriotic Men and Women 

Friends of the Public School, the Falladium ot out Liberty, 
who wish to promote this project of educational and civic bet- 
terment and consequent national uplift by distributing litera- 
fure, will be supplied at the following rates, postpaid : 

1 10 50 100 

COPY COPIES COPIES COPIES 

C.H.Doerfliuger,Synop6is,-12 pp.. .10.10 $0.75 $3.00 |5.50 

C.H.Doerflinger,Prospectus,48pp. 0.25 1.80 8.00 15.00 

C. H. Doerflinger, Reorganization 

of the Am. Public School System 0.05 0.25 0.80 1.50 

Bertha Johnston, Fruit of the Kin- 
dergarten Stunted, - - 0.03 0.10 0.30 0.50 

Rev. W. C. F. Koch, Present Con- 
ditions and Hopes, - - 0.04 0.15 0.50 0.80 

Vfo recommend, Q,ft^sup£|£j).Qirf;^ai4-ae:^^ee^pt-^^ Nina 

'/ The 1 



V, Yanderwalker, The Kindergarten in American Educa- 
tion, 274 pp. cloth. 
' National New Education," official organ of the N. N. E. L., 
at leaM* 8»^rappi-,r^l0i «M*B^8^ft^y«ar>'^^^^^^ single 

copies 15 cents. 

Address National New Education League, Milwaukee, 
Wis., and make all remittances payable to the same. 

If funds supplied suffice, it is contemplated to send the 
magazine to 100,000 select men and women in all states who 
are expected to become centers of agitation for the new educa- 
tional and civic evangel. The first 25,000 are being mailed. 
Friends of the ethical, intellectual, civic and industrial advan- 
cement of our nation, will be welcome as members of the N. N. 
E. L , without distinction of party or other affiliations. 

Dignified advertisements of unobjectionable nature accept- 
ed. Rates given on request. 

Reference : Germania National Bank. 



LIBRARY OF CONGRESS 



019 847 305 4 



Pkess of 
The SnLDiVAN Pkziwting Compaxy 

Mir^Vt^AUKEB, WIS. 



